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The purpose of this research was to determine the association between executive functions (EFs) (i.e., inhibition, working memory, and cognitive flexibility) and lifestyle factors (i.e., hours of physical activity (PA), screen time, and hours of sleep) with academic performance in schoolchildren from the city of Padre Las Casas, Chile. Methodology: This study had a quantitative approach and was cross-sectional and descriptive-associative in design. A total of 170 Chilean students aged 10 to 17 from various schools in Padre Las Casas participated. To evaluate the study variables, the Krece Plus questionnaire (lifestyle), the CogniFit test (executive functions), and the average grades in language and mathematics were used. Results: Working memory, cognitive flexibility, and hours of PA per week were positively and significantly associated (p < 0.05) with academic performance. Conclusions: It is important to consider the development of EFs and the promotion of PA habits in schools, due to the positive relationship they may have with academic performance.

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Association Between Executive Functions Measured Using COGNIFIT Software and Lifestyle, and the Academic Performance of Schoolchildren: A Cross-Sectional Study Conducted at the Fundación del Magisterio de La Araucanía, Chile

  • 会议论文

  • 发表日期：

    2026年

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  • Carlos Arriagada-Hernández,
  • Gerardo Fuentes-Vilugrón,
  • Roberto Lagos-Hernández,
  • Lorena Jara-Tomckowiack,
  • Pedro Delgado-Floody,
  • Felipe Caamaño-Navarrete

摘要

The purpose of this research was to determine the association between executive functions (EFs) (i.e., inhibition, working memory, and cognitive flexibility) and lifestyle factors (i.e., hours of physical activity (PA), screen time, and hours of sleep) with academic performance in schoolchildren from the city of Padre Las Casas, Chile. Methodology: This study had a quantitative approach and was cross-sectional and descriptive-associative in design. A total of 170 Chilean students aged 10 to 17 from various schools in Padre Las Casas participated. To evaluate the study variables, the Krece Plus questionnaire (lifestyle), the CogniFit test (executive functions), and the average grades in language and mathematics were used. Results: Working memory, cognitive flexibility, and hours of PA per week were positively and significantly associated (p < 0.05) with academic performance. Conclusions: It is important to consider the development of EFs and the promotion of PA habits in schools, due to the positive relationship they may have with academic performance.